Hong Kong schools experience an era of educational change in the 1990s. The major change items fall into the categories of school management (SMI - School Management Initiative and SBM - School Based Management); curriculum (TOC - Target Oriented Curriculum and curriculum adaptation); medium of instruction (EMI and CMI - English or Chinese Medium Instruction schools); educational technology (SAMs and information technology in teaching) and funding system (Quality Education Fund). To further enhance the quality of school education, the Education Commission Report No.7 recommends the setting up of (1) a framework for raising the professional standards of principals and teachers and (2) quality indicators for school performance. These changes denote a demand for professional development programmes for teachers so that they can better meet changing needs and difficulties. The purpose of this study is to look into the issue of staff development programmes in local schools and see how the professional needs of teachers and schools are met.
在一九九零年代，香的中、小學校經歷了不少教育方面的轉變，當中主要的類別，包括了學校管理、課程、教學語言、教育科技及撥款制度等。為了提升優質教育，教統會第7 號報告書更建議(1)提升校長及教師的專業水準，(2)制訂學校的表現指標，面對種種轉變，學校有需要提升教職員的專業能力和水準，本文的目的，是就香學校對教職員發展計劃，作一些初步的探討和報導。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

This paper reports some preliminary findings of a needs assessment exercise conducted by the Hong Kong Institute of Education for thirteen Hong Kong primary schools towards the end of the British rule. The thirteen schools are members of a school-institute collaborative project and the needs assessment results are used as the basis for follow-up development programmes. The findings indicate that there are challenges faced by schools and that school heads and teachers perceive diverse and common needs for school development. This study provides empirical evidence for school-institute collaboration in school development and research activities.
本文報導在香港回歸前一份有關十三所小學發展需求的初步分析報告。該十三所學校屬教院「院校合作計劃」成員，調查由香港教育學院請師主持，而調查的目的，在方便成員學校作個別學校發展的根據。調查發現：個別學校固然面對不同的發展需要，而校長和老師，對學校發展的看法，亦有差異。調查也顯示了教院和學校在學校發展和學術研究方面合作的可能性。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Emotional Intelligence has been a hot topic for both parents and educators in Hong Kong in recent years. Conceptually, emotional intelligence should be related to students' life satisfaction, positive attitudes towards life, and the attainment of various education goals. However, despite its growing popularity, there is relatively little empirical evidence showing these relationships. The purpose of the present study is to provide some empirical evidence to examine these effects in Hong Kong. A group of 30 university students helped generate emotional intelligence items and 20 of these items were selected empirically from the responses of another 100 university students. Then a sample of 225 six formers completed a questionnaire which measured their perceived emotional intelligence, life satisfaction, and powerlessness in their lives. Their form masters evaluated their performance in moral and social development. Attainment in intellectual education of these students was estimated by their HKCEE results. As expected, results indicated that emotional intelligence is positively related to life satisfaction, and performance in moral, social and intellectual development. It is also negatively related to powerlessness in life. Limitations for this study and implications for future emotional intelligence research are discussed.
近年情緒智商成為香港的家長和教育工作者的熱門話題，理論上，學生的情緒智商應與其生活滿足感、正面的生活態度及不同的教育目標有關，但有關的實微証據則不多，本研究的目的是在香港探索這幾個概念的關係，我們先以三十名大學生提供情緒智商的測量項目，然後以一百名大學生的資料選取其中最佳的二十項，接著我們請225 名預科生回答問卷，而他們的班主任則評估他們在德育和群育的表現，智育表現則以他們中學會考成績為指標，結果証明情緒智商與生活滿足感、生活態度、德、群和智育有關。最後，我們討論了本研究的限制及未來研究的方向。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Preparation for school leadership has become a major global educational issue since the late 1990s. In Hong Kong, the establishment and implementation of school-based management in the 1990s have made significant demands on principals. In 1999, a leadership development and training programme for serving and aspiring principals was initiated by the Government of the Special Administrative Region, after visits to and study of similar programmes in England, Scotland, Australia (State of Victoria) and Singapore. In 2002, further suggestions were made to draw up a framework for principals' training in Hong Kong. With an adapted evaluation framework, and based on the evaluation findings of a principals' training programme developed by a tertiary institution in 1998, this paper attempts to give answers to: (1) why do serving principals attend principals' training programmes? (2) what sort of training programme do principals regard as useful? (3) are the findings consistent with the proposals of the Government? (4) do training programmes bring about changes in attitudes and behaviours of principals? The paper concludes with recommendations for (1) and (2).
[Copyright of School Leadership & Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632430410001695796]